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1
o nC te sContents
Foreword ........................................................................... iii
Introductory note for teachers........................................... vii
Teacher’s note on evaluation ............................................... x
Unit One: Equality in Indian Democracy .......................... 2
Chapter 1: On Equality .................................................... 4
Unit Two: State Government ......................................... 16
Chapter 2: Role of the Government in Health ................. 18
Chapter 3: How the State Government Works ................ 30
Unit Three: Gender ...................................................... 42
Chapter 4: Growing up as Boys and Girls ...................... 44
Chapter 5: Women Change the World ............................ 54
Unit Four: Media and Advertising.................................. 68
Chapter 6: Understanding Media ................................... 70
Chapter 7: Understanding Advertising ........................... 80
Unit Five: Markets ....................................................... 92
Chapter 8: Markets Around Us ...................................... 94
Chapter 9: A Shirt in the Market.................................. 104
Equality in Indian Democracy (continued)
Chapter 10: Struggles for Equality ............................... 114
References ................................................................... 122
UNITONE
3
Equality in Indian Democracy
e r s noTeacher’s note
This Unit introduces the learner to the
critical role of equality in democracy, with
specific reference to India. The Constitution
of India guarantees equality to all citizens.
Despite this, the daily lives of people in
India are far from equal. Earlier
discussions on equality in Civics textbooks
most often reiterated certain provisions of
the Constitution without adequately
considering the reality of these in people’s
lives. This Unit adopts a different approach.
It discusses the need for equality through
highlighting the inequalities that continue
to be practised and experienced by various
communities.
The first chapter introduces the learner
to Kanta, Omprakash Valmiki and the
Ansaris, all of whom experience inequality
in different ways. It is through their
experiences that we introduce the concept
of dignity. The government’s role in passing
laws and instituting policies is discussed
to show that commitment to the alleviation
of existing inequalities is a major part of
the work that governments undertake. The
chapter also briefly introduces an issue of
inequality in the United States of America
to highlight that this is a global phenomenon
and a feature of many democratic countries.
The second chapter of this Unit is
Chapter 10 of this book. It ties together
the main ideas on equality raised
throughout the text. A significant portion
of the last chapter is devoted to discussing
people’s contribution to the fight for
equality. This is achieved through focusing
on one social movement as well as
highlighting creative (writings, songs,
poems) ways through which people express
their demands for equality.
Both chapters aim to help the learner
understand that equality and democracy
are dynamic and not static concepts. This
dynamism is reflected in the government’s
passing of new laws and programmes, and
in people’s movements around various
social and economic issues.
Kanta, Omprakash, the Ansaris, and the
Tawa Matsya Sangh all have diverse local
equivalents. Local situations should be
used as a practical reference to make the
discussion on underlying concepts more
relevant and appropriate. A discussion on
equality in the classroom requires empathy
as well as a firm commitment on the
teacher’s part to ensuring that the dignity
of all learners be respected.
3
On Equality
India is a democracy. In the
Class VI book, we looked at
the key elements of a
democratic government.
These include people’s
participation, the
resolution of conflict, and
equality and justice.
Equality is a key feature of
democracy and influences
all aspects of its
functioning. In this chapter
you will read more about
equality – what it is, why it
is important in a
democracy, and whether or
not everyone is equal in
India. Let’s begin by
looking at Kanta’s story.
Isn’t it good Suja that we can all vote asequal citizens of our country? Even Jain
Saheb is standing in the line with us!
Yes!
Go on, Kanta – It’syour turn now.
I will vote for thecandidate who haspromised to bring
pipe water toour area.
Manjit KaurTeacher
Teja Singh Trader
Girish RaoStudent
Kanta DeviDomestic worker
Sujata KumariDomestic worker
On election day, Kanta and her friendSujata are waiting to cast their votes...
1CAPR
CHAPTER
Afterwards...
We’ll see youlater, Kanta.
Yes...NamasteSaheb!
Gudia has been running feverand I have to take her to the
hospital...but I will have to finishthe work at Saheb’s house
first...and ask for someadvance...
At home...
Here have some of this –you’ll feel better. Andwhen I get back in theevening, we’ll go to the
hospital, okay?
It’s no wonder that Gudiafalls ill often...the basti is
never cleaned!
Abdul RehmanArtisan
Shabnam BanoHousewife
Gracy LalengConsultant
Isaac Laleng Government officer
Ruksana MirzaMedia person
Yog RajUnemployed
Ashok JainIndustrialist
ht t o Equal right to vote
The story above begins with Kanta standing in line
to cast her vote. Look again at the various people
who are standing in line with her. Kanta recognises
her employer, Ashok Jain and Chotte Lal, her
neighbour. In a democratic country, like India, all
adults irrespective of what religion they belong to,
how much education they have had, what caste they
are, or whether they are rich or poor are allowed to
vote. This, as you have already read in the Class VI
book, is called sa t ch s n esa t ch suniversal adult franchiseuniversal adult franchise and is an
essential aspect of all democracies. The idea of
universal adult franchise is based on the idea of
equality because it states that every adult in a
country, irrespective of their wealth and the
communities she/he belongs to, has one vote. Kanta
is excited to vote and happy that she is equal to all
of the others because each of them has one vote.
But as her day goes on, Kanta becomes less certain
about what this equality really means.
What is it that makes Kanta unsure? Let’s take a
look at a day in her life. She lives in a slum and has
a drain behind her house. Her daughter is sick but
she cannot take the day off from work because she
needs to borrow money from her employers to take
her child to the doctor. Her job as a domestic help
tires her out, and finally she ends her day by again
standing in a long line. This line, in front of the
government hospital, is unlike the one in the morning
because most of the people standing in it are poor.
Do you think Kanta has
enough reason to doubt
whether she really is equal?
List three reasons from the
story above that might
make her feel like this.
Make sure to do thecorners properly.
Here’s your advance,Kanta – but don’t make a
habit of it!
No Madam...
That evening...
Just fewmore
minutes,Beti.
Jain Madamand Jain Saheb
may stand in line tovote, but they
never have to do itwhen their children
are sick...
nd f tt r o eOther kinds of equality
Kanta is one of many people who live in democratic
India and who have the right to vote but whose daily
living and working conditions are far from equal.
Apart from being poor, people in India experience
inequality in different ways. Let us see what this
means by reading the two stories given below. Each
of these is based on real incidents in people’s lives
and reflects the different kinds of inequalities that
exist in India.
One of the more common forms of inequality in
India is the caste system. If you live in rural India
your caste identity is something that you probably
learned or experienced very young. If you live in
urban India some of you might think that people no
longer believe in caste. But just look at these
matrimonials shown from a leading English
newspaper and you will see how important the issue
of caste continues to be in the minds of highly
educated urban Indians.
Now let us read a story about the experiences of a
Dalit child attending school. You have already read
about Dalits in the Class VI book. Dalit is a term
that the so-called lower castes use to address
themselves. Dalit means ‘broken’ and by using this
word, lower castes are pointing to how they were,
and continue to be, seriously discriminated against.
Omprakash Valmiki is a famous Dalit writer. In
his autobiography, Joothan, he writes, “I had to sit
away from the others in the class, and that too on
the floor. The mat ran out before reaching the spot I
sat on. Sometimes I would have to sit way behind
everybody, right near the door…sometimes they
would beat me without any reason.” When he was in
Class IV, the headmaster asked Omprakash to sweep
the school and the playground. He writes, “The
playground was way larger than my small physique
could handle and in cleaning it, my back began to
ache. My face was covered with dust. Dust had gone
Circle the reference to caste in the
matrimonial advertisements given
above.
Chapter 1: n al y E On Equality 7
8 o t i Social and Political Life
inside my mouth. The other children in my class
were studying and I was sweeping. Headmaster was
sitting in his room and watching me. I was not even
allowed to get a drink of water. I swept the whole
day,…From the doors and windows of the school
rooms, the eyes of the teachers and the boys saw
this spectacle.” Omprakash was made to sweep the
school and the playground for the next couple of
days and this only came to an end when his father,
who happened to be passing by, saw his son
sweeping. He confronted the teachers and then
walking away from the school holding Omprakash’s
hand, he said loudly for all of them to hear, “You are
a teacher…So I am leaving now. But remember this
much Master…(He) will study right here…in this
school. And not just him, but there will be more
coming after him.”
The second story is based on an incident that took
place in one of India’s larger cities and is common
practice in most parts of the country. It is a story
about Mr and Mrs Ansari who were looking to rent
an apartment in the city. They had the money and
so paying the rent was no problem. They went to a
property dealer for help to find a place. The dealer
informed them that he knew about quite a few
apartments that were available for rent. They visited
the first apartment and the Ansaris liked it very much
and decided to take it. However, when the landlady
found out their names, she made an excuse about
how she could not rent the house to someone who
ate meat because the building did not have any
non-vegetarian residents. Both the Ansaris and the
property dealer were surprised to hear this because
they could smell fish being cooked in the neighbour’s
house. The same excuse was repeated in the second
and the third apartments. Finally, the property dealer
told them that they might want to change their names
and call themselves Mr and Mrs Kumar. The Ansaris
were reluctant to do this and decided to look some
more. In the end, it took a whole month of looking at
apartments before they found a landlady who was
willing to give them a place on rent.
Why do you think Omprakash
Valmiki was being treated unequally
by his teacher and his classmates?
Imagine yourself as Omprakash
Valmiki and write four lines about
how you would feel if you were in
the same situation as him.
Cover of Omprakash Valmiki’s book,
Joothan, which talks about his
experiences of growing up as a Dalit boy.
Why do you think the Ansaris
were being treated unequally?
What would you do if you were in
the Ansaris’ position and could
not find a place to live because
some people did not want to live
next to you because of the religion
you practice?
9
nini i Recognising dignity
You have understood by now that the caste we are
born into, the religion we practice, the class
background we come from, whether we are male or
female – these are often the things that determine
why some people are treated unequally. Omprakash
Valmiki and the Ansaris are being treated unequally
on the basis of differences of caste and religion.
When persons are treated unequally, their d tidignity
is violated. The dignity of both Omprakash Valmiki
and the Ansaris was violated because of the way in
which they were treated. By picking on him and
making him sweep the school, because of his caste,
Omprakash Valmiki’s schoolmates and teachers hurt
his dignity badly and made him feel as if he was less
than equal to all other students in the school. Being
a child, Omprakash Valmiki could do very little about
the situation that he was in. It was his father who,
on seeing his son sweep, felt angry by this unequal
treatment and confronted the teachers. The Ansaris’
dignity was also hurt when persons refused to lease
their apartments to them. However, when the
property dealer suggested that they change their
name, it was their dignity or self-respect that made
them refuse this suggestion.
Omprakash and the Ansaris do not deserve to be
treated like this. They deserve the same respect and
dignity as anyone else.
an e aci n mi n an em acEquality in Indian democracyEquality in Indian democracy
The Indian i noo i nConstitutionConstitution recognises every person as
equal. This means that every individual in the
country, including male and female persons from
all castes, religions, tribes, educational and economic
backgrounds are recognised as equal. This is not to
say that inequality ceases to exist. It doesn’t. But
atleast, in democratic India, the principle of the
equality of all persons is recognised. While earlier
If you were one of the Ansaris
how would you have responded to
the suggestion that you change
your name?
Can you think of an incident in
your life in which your dignity was
violated? How did this make you
feel?
In the 1975 film, Deewar, a boy who
works as a shoeshine refuses to pick up a
coin thrown at him. He feels that there is
dignity in the work that he does and
insists that his fee be given respectfully.
Chapter 1: n al y E On Equality
10 o t i Social and Political Life
no law existed to protect people from discrimination
and ill-treatment, now there are several that work to
see that people are treated with dignity and as equals.
This recognition of equality includes some of the
following provisions in the Constitution: first that
every person is equal before the law. What this means
is that every person, from the President of the country
to Kanta, a domestic worker, has to obey the same
laws. Second, no person can be discriminated against
on the basis of their religion, race, caste, place of
birth or whether they are female or male. Third, every
person has access to all public places including
playgrounds, hotels, shops and markets. All persons
can use publicly available wells, roads and bathing
ghats. Fourth, untouchability has been abolished.
The two ways in which the government has tried
to implement the equality that is guaranteed in the
Constitution is first through laws and second through
government programmes or schemes to help
disadvantaged communities. There are several laws
in India that protect every person’s right to be treated
equally. In addition to laws, the government has also
The Parliament is the cornerstone of our
democracy and we are represented in it
through our elected representatives.
11
set up several schemes to improve the lives of
communities and individuals who have been treated
unequally for several centuries. These schemes are
to ensure greater opportunity for people who have
not had this in the past.
One of the steps taken by the government includes
the midday meal scheme. This refers to the
programme introduced in all government elementary
schools to provide children with cooked lunch. Tamil
Nadu was the first state in India to introduce this
scheme, and in 2001, the Supreme Court asked all
state governments to begin this programme in their
schools within six months. This programme has had
many positive effects. These include the fact that
more poor children have begun enrolling and
regularly attending school. Teachers reported that
earlier children would often go home for lunch and
then not return to school but now with the midday
meal being provided in school, their attendance has
improved. Their mothers, who earlier had to interrupt
their work to feed their children at home during the
day, now no longer need to do so. This programme
has also helped reduce caste prejudices because both
lower and upper caste children in the school eat this
meal together, and in quite a few places, Dalit women
have been employed to cook the meal. The midday
meal programme also helps reduce the hunger of
poor students who often come to school and cannot
concentrate because their stomachs are empty.
While government programmes play an important
role in increasing equality of opportunity, there is
much that still needs to be done. While the midday
meal programme has helped increase the enrolment
and attendance of poor children in school, there
continues to be big differences in our country
between schools that the rich attend and those that
the poor attend. Even today there are several schools
in the country in which Dalit children, like
Omprakash Valmiki, are discriminated against and
treated unequally. These children are forced into
unequal situations in which their dignity is not
Children being served their midday meal
at a government school in Uttarakhand.
What is the midday meal
programme? Can you list three
benefits of the programme? How
do you think this programme
might help promote greater
equality?
Find out about one government
scheme in your area. What does
this scheme do? Whom is this
scheme set up to benefit?
Chapter 1: n al y E On Equality
12 o t i Social and Political Life
respected. This is because people refuse to think of
them as equal even though the law requires it.
One of the main reasons for this is that attitudes
change very slowly. Even though persons are aware
that discrimination is against the law, they continue
to treat people unequally on the basis of their caste,
religion, disability, economic status and because they
are women. It is only when people begin to believe
that no one is inferior, and that every person deserves
to be treated with dignity, that present attitudes can
change. Establishing equality in a democratic society
is a continuous struggle and one in which individuals
as well as various communities in India contribute
to and you will read more about this in this book.
s u y i o e ac al m i ss ual y i o em aci sIssues of equality in other democraciesIssues of equality in other democracies
You are probably wondering whether India is the only
democratic country in which there is inequality and
where the struggle for equality continues to exist.
The truth is that in many democratic countries
around the world, the issue of equality continues to
be the key issue around which communities struggle.
So, for example, in the United States of America, the
African–Americans whose ancestors were the slaves
who were brought over from Africa, continue to
describe their lives today as largely unequal. This,
despite the fact that there was a movement in the
late 1950s to push for equal rights for African–
Americans. Prior to this, African–Americans were
treated extremely unequally in the United States and
denied equality through law. For example, when
travelling by bus, they either had to sit at the back
of the bus or get up from their seat whenever a white
person wished to sit.
Rosa Parks was an African–American woman. Tired
from a long day at work she refused to give up her
seat on a bus to a white man on 1 December 1955.
Her refusal that day started a huge agitation against
the unequal ways in which African–Americans were
“It is disgraceful to live at the cost of one's
self-respect. Self-respect is the most vital
factor in life. Without it, man is a cipher.
To live worthily with self-respect, one has
to overcome difficulties. It is out of hard
and ceaseless struggle alone that one
derives strength, confidence and
re cogn i t i on .
“Man is mortal. Everyone has to die some
day or the other. But one must resolve to
lay down one's life in enriching the noble
ideals of self-respect and in bettering one's
human life... Nothing is more disgraceful
for a brave man than to live life devoid
of self-respect.”
– B.R. Ambedkar
13
treated and which came to be known as the i lCivil
ig v meRights Movementg v mei tRights Movement. The Civil Rights Act of 1964
prohibited discrimination on the basis of race,
religion or national origin. It also stated that all
schools would be open to African–American children
and that they would no longer have to attend separate
schools specially set up for them. However, despite
this, a majority of African–Americans continue to be
among the poorest in the country. Most African-
American children can only afford to attend
government schools that have fewer facilities and
poorly qualified teachers as compared to white
students who either go to private schools or live in
areas where the government schools are as highly
rated as private schools.
Rosa Parks, an African–American
woman, changed the course of American
history with one defiant act.
Chapter 1: n al y E On Equality
14 o t i Social and Political Life
g o rl n Challenge of democracy
No country can be described as being completely
democratic. There are always communities and
individuals trying to expand the idea of democracy
and push for a greater recognition of equality on
existing as well as new issues. Central to this is the
struggle for the recognition of all persons as equal
and for their dignity to be maintained. In this book
you will read about how this issue of equality affects
various aspects of our daily lives in democratic India.
As you read these chapters, think about whether
the equality of all persons and their being able to
maintain their dignity is upheld.
Prohibition of discrimination on grounds of religion, race, caste, sex or place of birth.
(1) The State shall not discriminate against any citizen on grounds only of religion, race,
caste, sex, place of birth or any of them.
(2) No citizen shall, on grounds only of religion, race, caste, sex, place of birth or any of
them, be subject to any disability, liability, restriction or condition with regard to –
(a) access to shops, public restaurants, hotels and places of public entertainment;
or
(b) the use of wells, tanks, bathing ghats, roads and places of public resort maintained
wholly or partly out of State funds or dedicated to the use of the general public.
Excerpt from Article 15 of the Indian Constitution
15
EEXERCISES
1. In a democracy why is universal adult franchise important?
2. Re-read the box on Article 15 and state two ways in which
this Article addresses inequality?
3. In what ways was Omprakash Valmiki’s experience similar
to that of the Ansaris?
4. What do you understand by the term “all persons are
equal before the law”? Why do you think it is important in
a democracy?
5. The Government of India passed the Disabilities Act in
1995. This law states that persons with disabilities have
equal rights, and that the government should make
possible their full participation in society. The government
has to provide free education and integrate children with
disabilities into mainstream schools. This law also states
that all public places including buildings, schools, etc.,
should be accessible and provided with ramps.
Look at the photograph and think about the boy who is being
carried down the stairs. Do you think the above law is being
implemented in his case? What needs to be done to make the
building more accessible for him? How would his being carried
down the stairs affect his dignity as well as his safety?
G arGlossary
Universal adult franchise: This is a very important aspect of democratic societies. It means that
all adult (those who are 18 and above) citizens have the right to vote irrespective of their social or
economic backgrounds.
Dignity: This refers to thinking of oneself and other persons as worthy of respect.
Constitution: This is a document that lays down the basic rules and regulations for people and
the government in the country to follow.
Civil Rights Movement: A movement that began in USA in 1950s in which African–American
people demanded equal rights and an end to racial discrimination.
Chapter 1: n al y E On Equality
UNITTWO
17
State Government
e r s noe r s noTeacher’s noteTeacher’s note
These two chapters (Chapters 2 and 3) on
State Government are an attempt to
discuss the functions and structure of
government through concrete situations.
We have chosen ‘health’ as an example;
there could have been other, equally
important, choices.
Chapter 2 discusses ‘health’ as an
important issue for people . . There are both
public and private aspects of health
provisioning. Healthcare in India is not
available to all. While the Constitution
supports a view that the right to health is
an aspect of our fundamental rights, its
provisioning is rather unequal. Through
the accounts provided, learners will begin
to visualise the ideal or desired role of
government, and the meanings behind its
structures. Some ways in which this
situation can be changed are also
discussed.
Chapter 3 focuses on how the
government functions, and discusses ideas
of representation, accountability and
public welfare. Though both the executive
and the legislature are presented, one
should not expect students to retain fine
distinctions. It would be best to patiently
encourage them to ask questions such as,
“Who is the most powerful person?”, “Why
can’t the MLA solve the problem?”, etc.
Such queries will enable them to construct
a sense of the government apparatus.
It is important that learners acquire the
confidence to express their views on public
issues and understand the role of
government through the exercises given in
the chapters. You could choose familiar
issues such as water, transport, school-
fees, books, child-labour, etc., for them to
discuss and arrive at how these problems
need to be tackled. Allow them to express
these ideas through wall charts. Given that
discussions on the government and its
functioning often lead to boredom and
cynicism, we need to be able to make
the classroom session less didactic and
more interactive while teaching these
lessons.
17
In a democracy people expect the
government to work for their welfare. This
could be through the provision of
education, health, employment, housing
or the development of roads, electricity
etc. In this chapter we shall examine the
meanings and problems related to health.
Look at the sub-headings of this chapter.
In what ways do you think this topic is
related to the work of government?
2C
AP
RCHAPTER
Role of theGovernmentin Health
alhat i h?hat i al h?What is health?What is health?
We can think of health in many ways. Health means
our ability to remain free of illness and injuries. But
health isn’t only about disease. You may have
associated only some of the situations in the above
collage with health. What we often ignore is the fact
that each of the above situations is related to health.
Apart from disease, we need to think of other factors
that affect our health. For example, if people get clean
drinking water or a pollution free environment they
are likely to be healthy. On the other hand, if people
do not get adequate food to eat or have to live in
cramped conditions, they will be prone to illness.
All of us would like to be active and in good spirits
in whatever we may be doing. It isn’t healthy to be
dull, inactive, anxious or scared for long stretches of
time. We all need to be without mental strain. All of
these various aspects of our lives are a part of health.
Pick two situations from the above
collage that are not related to
illness and write two sentences on
how they are related to health.
Would you associate all or some of
these pictures with ‘health’ ? In
what ways? Discuss in groups.
19Chapter 2: e t R e v nm n Role of the Government in Health
20 o t i Social and Political Life
In India, it is often said that we
are unable to provide health
services for all because the
government does not have enough
money and facilities. After reading
the above left hand column, do
you think this is true? Discuss.
Can you provide a title to these
columns?
India has the largest number of medical Most doctors settle in urban areas.
colleges in the world and is among the People in rural areas have to travel long
largest producers of doctors. distances to reach a doctor. The number
Approximately15,000 new doctors qualify of doctors with respect to the population is
every year. much less in rural areas.
Healthcare facilities have grown About five lakh people die from tuberculosis
substantially over the years. In 1950, every year. This number is almost
there were only 2,717 hospitals in India. unchanged since Independence!
In 1991, there were 11,174 hospitals. In Almost two million cases of malaria are
2000, the number grew to 18,218. reported every year and this number isn’t
decreasing.
India gets a large number of medical We are not able to provide clean drinking
tourists from many countries. They come water to all. 21per cent of all
for treatment in some of the hospitals in communicable diseases are water borne.
India that compare with the best in the world. For example, diarrhoea, worms, hepatitis, etc.
India is the fourth largest producer of Half of all children in India do not
medicines in the world and is also a large get adequate food to eat and are
exporter of medicines. undernourished.
l a n I aHealthcare in India
Let us examine some of the aspects of healthcare in
India. Compare and contrast the situation expressed
in the first and second columns.
In order to prevent and treat illnesses we need
appropriate healthcare facilities such as health
centres, hospitals, laboratories for testing,
ambulance services, blood banks, etc., that can
provide the required care and services that patients
need. In order to run such facilities we need health
workers, nurses, qualified doctors and other health
professionals who can advice, diagnose and treat
illnesses. We also need the medicines and equipment
that are necessary for treating patients. These
facilities are required to take care of us.
21
Hakim Sheik was a member of the Paschim Banga Khet Mazdoor Samity (PBKMS), an organisation
of agricultural labourers in West Bengal. One evening in 1992, he accidentally fell off a running
train and suffered head injuries. He was in a very serious condition and needed immediate
treatment.
He was taken to a government hospital in Kolkata but they refused to admit him because they
did not have a spare bed. Another hospital did not have the facility or the specialised doctors
necessary for his treatment. In this way he spent 14 hours in a critical state and was taken to
eight different government hospitals, but none of them admitted him.
Finally, he was admitted in a private hospital, where he received treatment. He spent a lot of
money on his treatment. Angry and upset over the indifferent attitude of all the hospitals that
refused to admit him, Hakim Sheik and PBKMS filed a case in the court.
The story of Hakim Sheik
Read the story given above. Then
imagine that you are a Judge in
the court. What would you say to
Hakim Sheik?
Patients usually have to wait in long
queues in public hospitals, like this one.
India has a large number of doctors, clinics and
hospitals. The country also has considerable
experience and knowledge in running a ubpublic
healthcare system. This is a system of hospitals and
health centres run by the government. It has the
ability to look after the health of a large section of its
population scattered over hundreds of thousands of
villages. We will go into more detail on this later.
Moreover, there has been a phenomenal
advancement in medical sciences whereby many new
technologies and treatment procedures are available
in the country.
However, the second column points out how poor
the health situation in our country is. With all the
above positive developments we are not able to
provide proper healthcare facilities to people. This is
the paradox – something that is contrary to what we
would expect. Our country has the money, knowledge
and people with experience but cannot make the
necessary healthcare available to all. In this chapter,
we will look at some of the reasons for this.
Chapter 2: e t R e v nm n Role of the Government in Health
THE COST OF A CUREAman and Ranjan are good friends. While Ranjancomes from a well-to-do family, Aman’s parents haveto struggle to make ends meet...
Hi Aman! Good tosee you back! How have
you been?
I had viral fever andhad to go to the
hospital...
Oh! Me, too! I just got back toschool on Monday. My Daddytook me to see the doctor
at the new hospital inKingsway. It was very exciting!
The building looked so posh. I thought itwas a five star hotel! Daddy said that wasbecause it was a private hospital, with thebest of facilities.
Daddy had to pay Rs 500 at the reception counteritself – before we even met the doctor! There wasnice music playing and everything was really cleanand shiny.
The doctor asked for many tests...buteveryone was so friendly! The lady who tookmy blood for testing told me so many jokesthat I forgot to feel the pain!
...and have youheard the oneabout Batmanon Reality TV?
After the test results came, we went back to thedoctor. He looked through them and said everythingwas fine, and I only had viral fever. He prescribed lotsof medicines and rest.
...and so young man – this pink pill should betaken three times a day, and the white tablet
once before bed time – that’s for thebodyache! This one is a syrup – don’t
worry, it’s tasty
Thank youDoctor...I feel
betteralready!
You see, I’ve been dying to tell you allabout it! But what aboutyou? Which hospital did
you go to?
Um...it wasn’t as nice as your’sat all! At first, Abba didn’t wantto take me because he said itwould take too much time...
When our turn came, the doctor examined me, andasked for a blood test. Then we had to go and stand inanother long queue! People were crowding around inthe testing room too.
We got the test results after three days...and wentback to the hospital. There was a different doctorthat day.
Show me his OPDcard...and the test results
– quickly please!
He seems to be suffering froma bout of viral fever – nothingto worry about. All he needs is
this one fever-reducingmedicine.
My hospital was nice, butthey gave me too many
medicines and the wholething cost more than
Rs 3,500!
That much! Mytreatment cost just
Rs 150!
...and it really did! We went to a bigGovernment Hospital. We had to wait in a longqueue at the OPD counter. I was feeling so sickthat I had to lean on Abba all the time!
24 o t i Social and Political Life
Why did Ranjan have to spend so
much money? Give reasons.
What problems did Aman face in
the public hospital? How do you
think the hospital can work in a
better manner? Discuss.
Where do you go when you are ill?
Are there any problems that you
face? Write a paragraph based on
your experience.
What problems do we face in
private hospitals? Discuss.
A doctor in a rural healthcare centre
giving medicines to a patient.
u c he t s e e i ePublic and private healthcare services
From the above story, you must have understood
that we can roughly divide up various healthcare
facilities in two categories –
(a) Public health services and
(b) tPrivate health facilities.
ea rvi Public health services
The public health service is a chain of health centres
and hospitals run by the government. They are linked
together so that they cover both rural and urban
areas and can also provide treatment to all kinds of
problems – from common illnesses to special services.
At the village level there are health centres where
there is usually a nurse and a village health worker.
They are trained in dealing with common illnesses
and work under the supervision of doctors at the
Primary Health Centre (PHC). Such a centre covers
many villages in a rural area. At the district level is
the District Hospital that also supervises all the
health centres. Large cities have many government
hospitals such as the one where Aman was taken
and also specialised government hospitals such as
the ones in Hakim Sheik’s story.
The health service is called ‘public’ for many
reasons. In order to fulfil its commitment of providing
healthcare to all citizens, the government has
established these hospitals and health centres. Also,
the resources needed to run these services are
obtained from the money that we, the public, pay to
the government as taxes. Hence, such facilities are
meant for everyone. One of the most important
aspects of the public health system is that it is meant
to provide quality healthcare services either free or
at a low cost, so that even the poor can seek
treatment. Another important function of public
health is to take action to prevent the spread of
diseases such as TB, malaria, jaundice, cholera,
25
In what ways is the public health
system meant for everyone?
List some public health centres
(PHCs) or hospitals near your
place. From your experience (or by
visiting any one of them), find out
the facilities provided and people
who run the centre.
diarrhoea, chikungunya, etc. This has to be organised
by the government with the participation of people
otherwise it is not effective. For example, when taking
up a campaign to see that mosquitoes do not breed
in water-coolers, roof tops, etc., this has to be done
for all houses in the area.
Recall the case of Hakim Sheik. Would you like to
know what the court said in this case?
According to our Constitution, it is the primary
duty of the government to ensure the welfare of the
people and provide health care facilities to all.
The government must safeguard the Right to Life
of every person. The Court said that the difficulty
that Hakim Sheik had to face could have cost him
his life. If a hospital cannot provide timely medical
treatment to a person, it means that this protection
of life is not being given.
The Court also said that it was the duty of the
government to provide the necessary health services,
including treatment in emergency situations.
Hospitals and medical staff must fulfil their duty of
providing the necessary treatment. Hakim Sheik was
denied treatment at various government hospitals.
Therefore, the Court asked the State Government to
give him the money that he had spent on his
treatment.
ea f l tt t t ea t f l tPrivate health facilitiesPrivate health facilities
There is a wide range of private health facilities that
exist in our country. A large number of doctors run
their own private clinics. In the rural areas, one finds
Registered Medical Practitioners (RMPs). Urban areas
have large number of doctors, many of them
providing specialised services. There are hospitals
and nursing homes that are privately owned. There
are many laboratories that do tests and offer special
facilities such as X-ray, ultrasound, etc. There are
also shops from where we buy medicines.
A woman and her sick child at a
government hospital. According to
UNICEF, more than two million
children die every year in India from
preventable infections.
Chapter 2: e t R e v nm n Role of the Government in Health
Private health facilities can mean
many things. Explain with the help
of some examples from your area.
In rural areas, a jeep is often used to serve
as a mobile clinic for patients.
As the name suggests, private health facilities are
not owned or controlled by the government. Unlike
the public health services, in private facilities,
patients have to pay a lot of money for every service
that they use.
Today the presence of private facilities can be seen
all around. In fact now there are large companies
that run hospitals and some are engaged in
manufacturing and selling medicines. Medical shops
are found in every corner of the country.
ar que t al ye t ar qual yHealthcare and equality:Healthcare and equality:
e e ai q e al t alIs adequate healthcare available to all?
In India, we face a situation where private services
are increasing but public services are not. What is
then available to people are mainly private services.
These are concentrated in urban areas. As these
services are run for profit, the cost of these services
is rather high. Medicines are expensive. Many people
cannot afford them or have to borrow money when
there is an illness in the family.
In order to earn more money, these private services
encourage practices that are incorrect. At times
cheaper methods, though available, are not used.
For example, it is common to find doctors prescribing
unnecessary medicines, injections or saline bottles
when tablets or simple medicines can suffice.
In fact, barely 20 per cent of the population can
afford all the medicines that they require during an
A post-operative room in a leading
private hospital in Delhi.
26 o t i Social and Political Life
This pregnant lady has to travel many
kilometres to see a qualified doctor.
illness. Hence, even for those whom one might not
think as being poor, medical expenses cause
hardship. It was reported in a study that 40 per cent
of people who are admitted to a hospital for some
illness or injury have to borrow money or sell some
of their possessions to pay for the expenses.
For those who are poor, every illness in the family
is a cause of great anxiety and distress. What is worse
is that this situation tends to happen again and
again. Those who are poor are in the first place
undernourished. These families are not eating as
much as they should. They are not provided basic
necessities like drinking water, adequate housing,
clean surroundings, etc., and therefore, are more
likely to fall ill. The expenses on illness make their
situation even worse.
Sometimes it is not only the lack of money that
prevents people from getting proper medical
treatment. Women, for example, are not taken to a
doctor in a prompt manner. Women’s health
concerns are considered to be less important than
the health of men in the family. Many tribal areas
have few health centres and they do not run properly.
Even private health services are not available.
c nehat e What can be done?
There is little doubt that the health situation of most
people in our country is not good. It is the
responsibility of the government to provide quality
healthcare services to all its citizens, especially the
poor and the disadvantaged. However, health is as
much dependent on basic amenities and social
conditions of the people, as it is on healthcare
services. Hence, it is important to work on both in
order to improve the health situation of our people.
And this can be done. Look at the following example–
Chapter 2: e t R e v nm n Role of the Government in Health 27
28 o t i Social and Political Life
K ex c l eThe Kerala experience
In 1996, the Kerala government made some major
changes in the state. Forty per cent of the entire state
budget was given to panchayats. They could plan
and provide for their requirements. This made it
possible for a village to make sure that proper
planning was done for water, food, women’s
development and education. This meant that water
supply schemes were checked, the working of schools
and anganwadis was ensured and specific problems
of the village were taken up. Health centres were
also improved. All of this helped to improve the
situation. Despite these efforts, however, some
problems – such as shortage of medicines,
insufficient hospital beds, not enough doctors –
remained, and these needed to be addressed.
Let us look at an example of another country and
its approach to issues of health.
n a c ro c n a roThe Costa Rican approachThe Costa Rican approach
Costa Rica is considered to be one of the healthiest
countries in South America. The main reason for
this can be found in the Costa Rican Constitution.
Several years ago, Costa Rica took a very important
decision and decided not to have an army. This
helped the Costa Rican government to spend the
money that the army would have used, on health,
education and other basic needs of the people. The
Costa Rican government believes that a country has
to be healthy for its development and pays a lot of
attention to the health of its people. The Costa Rican
government provides basic services and amenities
to all Costa Ricans. For example, it provides safe
drinking water, sanitation, nutrition and housing.
Health education is also considered very important
and knowledge about health is an essential part of
education at all levels.
The above map of India shows the state of
Kerala in pink.
The inside back cover (cover three) of this
book has a map of India. Using your
pencil outline the state of Kerala on
this map.
29
1. In this chapter you have read that health is a wider concept
than illness. Look at this quote from the Constitution and
explain the terms ‘living standard’ and ‘public health’ in
your own words.
2. What are the different ways through which the
government can take steps to provide healthcare for all?
Discuss.
3. What differences do you find between private and public
health services in your area? Use the following table to
compare and contrast these.
EEXERCISES
Facility Cost of services Availability of service
Private
Public
An important part of the
Constitution says it is the “duty of
the State to raise the level of
nutrition and the standard of
living and to improve public
health.”
4. ‘Improvement in water and sanitation can control many
diseases.’ Explain with the help of examples.
os yGlossary
Public: An activity or service that is meant for all people in the country and is mainly organised by
the government. This includes schools, hospitals, telephone services, etc. People can demand
these services and also raise questions about their non-functioning.
Private: An activity or service that is organised by an individual or company for their own profit.
Medical tourists: This refers to foreigners who come to this country specifically for medical treatment
at hospitals that offer world–class facilities at a lower cost than what they would have to pay in
their own countries.
Communicable diseases: These are diseases that are spread from one person to another in many
ways such as through water, food , air, etc.
OPD: This is the short form for ‘Out Patient Department’. This is where people are first brought in
and treated in a hospital without being admitted to any special ward.
Chapter 2: e t R e v nm n Role of the Government in Health
Howthe StateGovernmentWorks
Last year, we discussed the
fact that government works at
three levels – local, state and
national – and looked at the
work of local government in
some detail. In this chapter,
we examine the work of the
government at the state
level. How does this take
place in a democracy?
What is the role of a
Member of the
Legislative Assembly
(MLA) and Ministers? How
do people express their
views or demand action
from government? We look
at these questions through
the example of health.
3C
AP
RCHAPTER
WHOSE RESPONSIBILITY?
Hey, look at this...it says thatthere is a water shortage inour state, and people are
falling sick!
“...In many villages, people were found to bedrinking unclean water. Streams have dried up, andso have tanks. In the worst-affected areas, villagershave been carrying water across great distacnes.”
“People at the district HQ Patalpuram receive watersupply once in three days. The District Hospital here isoverflowing with patients – a large number of whom
are children with acute diarrhoea...”
?ho i Who is an MLA?
In the above section, you have read about some
events in Patalpuram. You may be familiar with some
official names such as Collector, Medical Officer, etc.
But have you heard of an MLA and the Legislative
Assembly? Do you know the MLA of your area? Can
you identify which party she or he belongs to?
Members of the Legislative Assembly (MLAs) are
elected by the people. They then become members
of the legislative assembly and also form the
On the TV news, they said ten peoplehave died from diarrhoea! Is that
possible? Can one really die from it?
Who knows? Justhope I don’t get it!
Ha ha!
My mother said not to have any iceddrinks from the market. She gave one ofher lectures this morning, “You have to
be responsible for your health,Shirin!”
Suddenly...
STOP!
Really! Why? Hashe done something? Shh...I saw him on TV
too. He is a member ofthe Opposition!
What a loud voice he has...he must bea leader or something...
...and we demand that theauthorities take immediate action to
bring the public health situationunder control! Our MLA must take
the responsibility for this!
This road is blocked due to the rally.They have gheraoed the MLA’s residence.
Ha ha – theyseem more angry
about what hehasn’t done!
What is happening in Patalpuram ?
Why is this problem serious?
What action do you think can be
taken in the above situation and
who do you think should take this
action? Discuss.
That afternoon...
31Chapter 3: o he o e e at nt W s How the State Government Works
32 o t i Social and Political Life
Discuss the following terms with
your teacher–public meeting,
States in India, constituency,
majority, ruling party and
opposition.
Can you explain the following
terms–majority, ruling party,
opposition with reference to your
state.
government. In this way we say that the MLAs
represent people. The example below will help us
understand this better.
Every state in India has a Legislative Assembly.
Each state is divided into different areas or
constituencies. For example, look at the map below.
It shows that the state of Himachal Pradesh is divided
into 68 assembly constituencies. From each
s i nesti enconstituency,constituency, the people elect one representative who
then becomes a Member of the Legislative Assembly
(MLA). You would have noticed that people stand for
elections in the name of different parties. These MLAs,
therefore, belong to different political parties.
How do people who are MLAs become ministers or
chief minister? A political party whose MLAs have
won more than half the number of constituencies in
a state can be said to be in a majority. The political
party that has the majority is called the ruling party
and all other members are called the p p opposition. For
example, the Legislative Assembly of the state of
Himachal Pradesh has 68 MLA constituencies.
The state of Himachal Pradesh is
coloured in green in the above
thumbnail map of India.
Using a pencil outline the following on the
map on inside back cover (cover three):
(i) the state that you live in;
(ii) the state of Himachal Pradesh.
33
Construct a table, similar to the
one given for Himachal Pradesh,
for your state.
Results of the Assembly Elections in H.P. in 2003
Political party Number of MLAs elected
Indian National Congress (INC) ..................................................... 43
Bharatiya Janata Party (BJP) ............................................................. 16
Other political parties ....................................................................... 03
Independents (who don’t belong to any party)........................... 06
Total ................................................................................ 68
The Head of the State is the Governor.
She/He is appointed by the Central
Government to ensure that the State
Government works within the rules and
regulations of the Constitution.
At times, the ruling party may not
be a single party but a group of
parties working together. This is
called a coalition. Discuss with
your teacher.
Candidates from various political parties won the
2003 assembly elections and became MLAs. Since the
total number of MLAs in the Legislative Assembly is
68, a political party would have needed to have more
than 34 MLAs in order to gain a majority. The Indian
National Congress with 43 MLAs had the majority and
it became the ruling party. All other MLAs became the
opposition. In this case, Bharatiya Janata Party was
the major opposition party, since it had the largest
number of MLAs after the Indian National Congress.
Among the opposition were other parties, including those
who had been elected as independent candidates.
After the elections, the MLAs belonging to the ruling
party will elect their leader who will become the chief
minister. In this case, the Congress Party MLAs chose
Shri Virbhadra Singh as their leader and he became
the chief minister. The chief minister then selects
other people as ministers. After the elections, it is
the Governor of the state who appoints the chief
minister and other ministers.
The chief minister and other ministers have the
responsibility of running various government
departments or ministries. They have separate offices.
A Legislative Assembly is a place where all the MLAs,
whether from the ruling party or from the opposition
meet to discuss various things. Hence, some MLAs
have dual responsibilities: one as an MLA and the other
as a minister. We will read about this further.
Chapter 3: o he o e e at nt W s How the State Government Works
b e i s d he e i e s bA debate in the Legislative Assembly
Afreen, Sujata and many other students from their
school travelled to the state capital to visit the
Legislative Assembly which was housed in an
impressive building. The children were excited. After
security checks, they were taken upstairs. There was
a gallery from where they could see the large hall
below. There were rows and rows of desks.
This Assembly was going to have a debate on a
current problem. During this time, MLAs can express
their opinions and ask questions related to the issue
or give suggestions about what should be done by
the government. Those who wish to, can respond to
this. The minister then replies to the questions and
tries to assure the Assembly that adequate steps are
being taken.
The chief minister and other ministers have to
take decisions and run the government. We usually
hear about them or see them in the news channels
or in the papers. However, whatever decisions are
being taken have to be approved by the members of
the legislative assembly. In a democracy, these
members can ask questions, debate an important
issue, decide where money should be spent, etc. They
have the main authority.
1 1MLA 1:MLA 1: In my constituency of Akhandagaon,
during the last three weeks, there were 15 deaths
because of diarrhoea. I think it is a shame that this
government has not been able to check the situation
of a simple problem like diarrhoea while proclaiming
itself to be a champion of technology. I would call
the attention of the minister in charge of health to
take immediate measures to control the situation.
A : MLA 2: My question is why are government
hospitals in such a bad situation? Why is the
government not appointing proper doctors and other
medical staff in the district? I would also like to know
how the government plans to deal with this situation
34 o t i Social and Political Life
Can you identify the MLAs of the
ruling party and the opposition in
the illustration? Colour the ruling
party in one colour and the
opposition in another.
which is affecting a large number of people and is
also spreading. This is an epidemic.
MLA 3:MLA 3: My constituency of Tolpatti too has a
serious shortage of water. Women travel up to 3 or 4
kilometres to collect water. How many tankers have
been put into service to supply water? How many
wells and ponds have been cleaned and disinfected?
A 4L LA 4MLA 4:MLA 4: I think my colleagues are exaggerating the
problem. The government has taken steps to control
the situation. Water tankers have been put into
service. ORS packets are being distributed. The
government is doing everything possible to help
people.
L 5 :MLA 5: We have very poor facilities in our hospitals.
There are hospitals that do not have a doctor and no
medical staff has been appointed for the last few
years. In another hospital, the doctor has gone on a
long leave. This is a shame. I think the situation is
going from bad to worse. How are we going to
ensure that ORS packets reach all families in the
affected areas?
LA LA MLA 6:MLA 6: The opposition members are unnecessarily
blaming the government. The previous government
did not pay any attention to sanitation. We have now
taken up a drive to clear the garbage that has been
lying around for years.1 2
5
34
6
36 o t i Social and Political Life
What were the main arguments
put forward by different MLAs
who thought that the government
was not taking the situation in a
serious manner?
If you were the health minister,
how would you respond to the
above discussion?
Do you think the above debate
would have been useful in some
ways? How? Discuss.
In the working of the government,
explain the difference between
being an MLA and an MLA who is
also a minister.
In the earlier section you have read about a debate
in the Legislative Assembly. The members were
debating the action taken or not taken by the
government. This is because the MLAs are together
responsible for the work of the government. In
common usage the word ‘government’ refers to
government departments and various ministers who
head them. The overall head is the chief minister.
More correctly, this is called the executive part of
the government. All the MLAs who gather together
(assemble) in the legislative assembly are called the
Legislature. They are the ones who authorise and
supervise their work. As we saw in the earlier section,
it is from among them that the head of the executive,
or the chief minister is formed.
r go k f he nmork f he g nmWorking of the governmentWorking of the government
The Legislative Assembly is not the only place where
opinions are expressed about the work of the
government and action is demanded. You will find
newspapers, TV channels and other organisations
regularly talking about the government. In a
democracy, there are various ways through which
people express their views and also take action. Let
us look at one such way.
Soon after the discussion in the assembly, there
was a nfs c rs c nf rpress conferencepress conference organised by the health
minister. Large numbers of people from different
newspapers were present. The minister and some
government officials were also present. The minister
explained the steps the government had taken.
Reporters asked many questions at this meeting.
These discussions were then reported in different
newspapers. The following page has one such report.
During the next week, the chief minister and the
minister for health visited Patalpuram district. They
went to visit the families who had lost their relatives
and also visited people in the hospitals. The
government announced a compensation for these
37
Write two measures that the
goverment undertook for
controlling diarrhoea?
What is the purpose of a
press conference? How does
the press conference help you
get information on what the
goverment is doing?
families. The chief minister also said that he thought
the problem was not only one of sanitation but also
of a lack of clean drinking water. He said that a high-
level enquiry committee will be asked to look into
the needs of the district to provide sanitation facilities
and would request the minister for Public Works to
take care of the needs of proper water supply in the
region.
As you saw above, the people in power like the
chief minister and the minister have to take action.
They do so through various departments like the
Public Works Department, the Agriculture
Department, the Health Department, the Education
Department and so on. They also have to answer
questions that are asked in the Legislative Assembly
and convince people asking the questions that proper
steps are being taken. At the same time, newspapers
and the media widely discuss the issue and the
government has to respond, for example, by holding
the press conferences.
During the last few weeks,
there have been many
deaths in some districts of
our state. There has been a
strong reaction that the
government has not taken
this seriously. The health
minister explained today at
a press conference that his
government has asked all
the collectors and the chief
medical officers to take
urgent measures. The most
important problem is that
of drinking water. The
minister said that they
Government smells the garbageChief Minister promises funds for work
intend to supply drinking
water to every village
through tanker trucks.
The chief minister has
promised funds for this
work. They also plan to
start a campaign to inform
people about the steps that
can be taken to prevent
diarrhoea. When a reporter
asked him as to what steps
are being taken to see that
garbage that has been lying
around for months is
quickly collected, the chief
minister said that he would
look into this.
Patalpuram | Ravi Ahuja
Chapter 3: o he o e e at nt W s How the State Government Works
In a democracy, people organise meetings
to voice their opinions and protest
against the government.
The government can also decide to make new laws
for the state regarding sanitation and health facilities.
For example, it may make it compulsory for
municipal corporations to ensure that there are
adequate toilets in every urban area. It may also
ensure that a health worker is appointed in every
village. This act of making laws on certain issues is
done in the Legislative Assembly of each state. The
various government departments then implement
these laws. Laws for the entire country are made in
the Parliament. You will read more about the
Parliament next year.
In a democracy, it is the people who elect their
representatives as Members of the Legislative
Assembly (MLAs) and, thus, it is the people who have
the main authority. The ruling party members then
form the government and some members are
appointed ministers. These ministers are in charge
of various departments of the government such as
health in the above example. Whatever work is done
by these departments has to be approved by the
members of the legislative assembly.
Find out with the help of your
teacher, the work done by the
government departments
mentioned above, and fill in the
table.
Name of department Examples of their work
School Education
Public Works Department
Agriculture
After introducing the topic and having a brief discussion
with the whole class, the teacher divides the class into groups.
The group discusses the issue and decides what it would like
to include in the wall-paper. Children then work
individually or in pairs to read the collected material and
write their observations or experiences. They can do this
through creating stories, poems, case studies, interviews, etc.
The group looks at the material that they have
selected, drawn or written. They read each other’s
writing and provide feedback to each other. They
make decisions on what should be included and
finalise the layout for the wallpaper.
a j l A wallpaper project
A wallpaper is an interesting activity through which
research can be done on particular topics of interest.
The following photographs explain the different
aspects involved in creating a wallpaper in a
classroom.
Chapter 3: o he o e e at nt W s How the State Government Works 39
Each group then presents the wallpaper to the entire class. It is important that
more than one member of the group is asked to present and that each group is
allotted the same amount of time to discuss their work. After each group has
presented, it would be a good idea to have a feedback session on the following –
What more could they do on their own? How could their work be organised
better? How could writing and presentation be improved upon?
Do a similar wallpaper project
about any issue connected with
the working of your State
Government like an education
programme, any law and order
issue, midday meal scheme, etc.
This wallpaper about the 2006
dengue epidemic was prepared by
children of Class VI B of Kendriya
Vidyalaya II, Hindon, Ghaziabad,
Uttar Pradesh.
40 o t i Social and Political Life
1. Use the terms ‘constituency’ and ‘represent’ to explain
who an MLA is and how is the person elected?
2. How did some MLAs become Ministers? Explain.
3. Why should decisions taken by the Chief Minister and
other ministers be debated in the Legislative Assembly?
4. What was the problem in Patalpuram? What discussion/
action was taken by the following? Fill in the table.
EEXERCISES
Public meeting
Legislative Assembly
Press conference
Chief Minister
os yGlossary
Constituency: A particular area from which all the voters living there choose their representatives.
This could be, for example, a panchayat ward or an area that chooses an MLA.
Majority: This is a situation when more than half the number in a group supports a decision or an
idea. This is also called a simple majority.
Opposition: This refers to elected representatives who are not members of the ruling party and
who play the role of questioning government decisions and actions as well as raise new issues for
consideration in the Assembly.
Press Conference: A gathering of journalists from the media who are invited to hear about and
ask questions on a particular issue and are then expected to report on this to the larger public.
5. What is the difference between the work that MLAs do in
the Assembly and the work done by government
departments?
Chapter 3: o he o e e at nt W s How the State Government Works 41
UNITTHREE
Gender
e r s noe r s noTeacher’s noteTeacher’s note
Gender is a term that you may often have
heard. It is a term, however, that is not
easily understood. It tends to remain
distant from our lives and restricted to
discussions during training programmes.
In fact, it is something that all of us
experience in our lives on a daily basis. It
determines, for example, who we are and
what we will become, where we can go and
where not, the life choices available to us
and those we eventually make. Our
understanding of gender is often based on
the family and society that we live in. This
leads us to think that the roles we see men
and women around us play are fixed and
natural. In fact, these roles differ across
communities around the world. By gender,
then, we mean the many social values and
stereotypes our cultures attach to the
biological distinction ‘male’ and ‘female’. It
is a term that helps us to understand many
of the inequalities and power relations
between men and women in society.
The following two chapters explore the
concept of gender without actually using
the term. Instead, through different
pedagogic tools like case studies, stories,
classroom activities, data analysis and
photographs, students are encouraged to
question and think about their own lives
and the society around them. Gender is
often mistakenly thought to be something
that concerns women or girls alone. Thus,
care has been taken in these chapters to
draw boys into the discussion as well.
Chapter 4 uses two case studies, situated
in different places and points in time to
show how girls and boys are brought up
or socialised differently. This enables them
to understand that the process of
socialisation is not uniform; instead it is
socially determined and changes
continuously over time. The chapter also
addresses the fact that societies assign
different values to the roles men and
women play and the work they do, which
becomes a basis for inequality and
discrimination. Through a storyboard,
students discuss the issue of housework.
Done primarily by women, housework is
often not considered ‘work’ and, therefore
made invisible and devalued.
Chapter 5 further develops ideas around
gender inequalities in the world of work and
describes women’s struggles for equality.
Through a classroom activity, students
begin questioning existing stereotypes
regarding work and career choices. The
chapter also points out that opportunities
like education are not equally available to
boys and girls. By reading about the lives
of two Indian women, from the ninteenth
and twentieth centuries, students see how
women struggled to change their lives by
learning to read and write. Change on a
large scale usually takes place through
collective struggles. The chapter concludes
with a photo-essay that gives examples of
different strategies the women’s movement
has used to fight for change.
43
Growing up asBoys and Girls
Being a boy or a girl is an
important part of one’s
identity. The society we grow
up in teaches us what kind of
behaviour is acceptable for
girls and boys, what boys and
girls can or cannot do. We
often grow up thinking that
these things are exactly the
same everywhere. But do all
societies look at boys and
girls in the same way? We will
try and answer this question
in this chapter. We will also
look at how the different roles
assigned to boys and girls
prepare them for their future
roles as men and women. We
will learn that most societies
value men and women
differently. The roles women
play and the work they do are
usually valued less than the
roles men play and the work
they do. This chapter will also
examine how inequalities
between men and women
emerge in the area of work.
4C
TC
TCHAPTER
CHAPTER
In what ways do the experiences
of Samoan children and teenagers
differ from your own experiences
of growing up? Is there anything
in this experience that you wish
was part of your growing up?
A Class VII Samoan child
in his school uniform.
Why do girls like to go to school
together in groups?
o n u a i 0 i a sGrowing up in Samoa in the 1920s
The Samoan Islands are part of a large group of small
islands in the southern part of the Pacific Ocean. In
the 1920s, according to research reports on Samoan
society, children did not go to school. They learnt
many things, such as how to take care of children or
do household work from older children and from
adults. Fishing was a very important activity on the
islands. Young people, therefore, learnt to undertake
long fishing expeditions. But they learnt these things
at different points in their childhood.
As soon as babies could walk, their mothers or
other adults no longer looked after them. Older
children, often as young as five years old, took over
this responsibility. Both boys and girls looked after
their younger siblings. But, by the time a boy was
about nine years old, he joined the older boys in
learning outdoor jobs like fishing and planting
coconuts. Girls had to continue looking after small
children or do errands for adults till they were
teenagers. But, once they became teenagers they had
much more freedom. After the age of fourteen or so,
girls also went on fishing trips, worked in the
plantations, learnt how to weave baskets. Cooking
was done in special cooking-houses, where boys were
supposed to do most of the work while girls helped
with the preparations.
o n p l u o n up l Growing up male inGrowing up male in
a P d i 6a h ra esh adh a Pradesh i 6Madhya Pradesh in the 1960sMadhya Pradesh in the 1960s
The following is adapted from an account of
experiences of being in a small town in Madhya
Pradesh in the 1960s.
From Class VI onwards, boys and girls went to
separate schools. The girls’ school was designed very
differently from the boys’ school. They had a central
courtyard where they played in total seclusion and
45Chapter 4: G u as r s Growing up as Boys and Girls
Make a drawing of a street or a
park in your neighbourhood. Show
the different kinds of activities
young boys and girls may be
engaged in. You could do this
individually or in groups.
Are there as many girls as boys in
your drawing? Most probably you
would have drawn fewer girls. Can
you think of reasons why there
are fewer women and girls in your
neighbourhood streets, parks and
markets in the late evenings or at
night?
Are girls and boys doing different
activities? Can you think of
reasons why this might be so?
What would happen if you
replaced the girls with the boys
and vice- versa?
safety from the outside world. The boys’ school had
no such courtyard and our playground was just a
big space attached to the school. Every evening, once
school was over, the boys watched as hundreds of
school girls crowded the narrow streets. As these
girls walked on the streets, they looked so purposeful.
This was unlike the boys who used the streets as a
place to stand around idling, to play, to try out tricks
with their bicycles. For the girls, the street was simply
a place to get straight home. The girls always went
in groups, perhaps because they also carried fears
of being teased or attacked.
After reading the two examples above, we realise
that there are many different ways of growing up.
Often we think that there is only one way in which
children grow up. This is because we are most
familiar with our own experiences. If we talk to elders
in our family, we will see that their childhoods were
probably very different from ours.
We also realise that societies make clear
distinctions between boys and girls. This begins from
a very young age. We are for example, given different
toys to play with. Boys are usually given cars to play
with and girls dolls. Both toys can be a lot of fun to
play with. Why are girls then given dolls and boys
cars? Toys become a way of telling children that they
will have different futures when they become men
and women. If we think about it, this difference is
created in the smallest and most everyday things.
How girls must dress, what games boys should play,
how girls need to talk softly or boys need to be tough.
All these are ways of telling children that they have
specific roles to play when they grow up to be men
and women. Later in life this affects the subjects we
can study or the careers we can choose.
In most societies, including our own, the roles men
and women play or the work they do, are not valued
equally. Men and women do not have the same
status. Let us look at how this difference exists in
the work done by men and women.
46 o t i Social and Political Life
Ma, we are going on aschool excursion. Rosie Ma’am
needs volunteers. Can’t youtake a holiday from office
and volunteer?
‘MY MOTHER
DOES NOT WORK’Harmeet’s motheralways comes for
excursions, beauseshe doesn’t work.
Shonali, how canyou say that! You
know that Jaspreetaunty is up at 5 a.m.everyday doing allthe housework!
Yes, but that’s not realwork, it’s just house work!
Oh! That’s what youthink, do you? Let’s go over
to their house and askJaspreet what she thinks!
Harsharan, Shonalithinks that your wife
is not a workingperson!
But isn’t that correct aunty?My mother is a housewife –
she does not work!
Then Jaspreet, why don’tyou just relax and let them
manage everything for achange?
Great idea!OK, I’ll go on strike
tomorrow!
What fun! We’ll take careof everything tomorrow
– with Papa!
Oh God! Look at the time!Where’s my breakfast? Why aren’t
the children ready?
Ha, ha!
How would I know?I’m on strike, remember?Besides, Mangala has also
taken leave today.
Oh-ho! That’sthe school bus! I’ll
have to dropthem in the car.
Hurry, hurry! Andask Harmeet to switch
on the pump!
At the Singh’s house
Next morning, 7:30 a.m.
HONK
HONK
48 o t i Social and Political Life
But, what about the kids’ lunch boxes?
Oh no! Forgotabout that!
I’ll give you some money. Justbuy something from the
canteen today...
Ma already gave usmoney for that!
Evening, 6.00 p.m.
I’m exhausted! How aboutsome tea? Oh, I forgot...yourstrike...I’ll make some myself.
The house looks like itwas hit by a hurricane!
Did you expect it to remain in exactly thesame condition in which you left it this
morning, dear?
Harmeet, whereon earth are the
tea leaves?
Hee hee...I wonder if they
still believe I don’twork?...and now I haveto remind them thatChachaji and Chachiji
are comingfor dinner.
DING
DING
al i u r o s oValuing housework
Harmeet’s family did not think that the work Jaspreet
did within the house was real work. This feeling is
not unique to their families. Across the world, the
main responsibility for housework and a via vicare-givingcare-giving
tasks, like looking after the family, especially
children, the elderly and sick members, lies with
women. Yet, as we have seen, the work that women
do within the home is not recognised as work. It is
also assumed that this is something that comes
naturally to women. It, therefore, does not have to
be paid for. And society levadevalues this work.
49
Melani with her daughter.
Were Harmeet and Shonali correct
in saying that Harmeet’s mother
did not work?
What do you think would happen
if your mother or those involved
in doing the work at home went
on a strike for a day?
Why do you think that men and
boys generally do not do
housework? Do you think they
should?
ve f wo ss d i Lives of domestic workers
In the story above, Harmeet’s mother was not the
only one who did the housework. A lot of the work
was done by Mangala, their domestic helper.
Many homes, particularly in towns and cities,
employ domestic workers. They do a lot of work –
sweeping and cleaning, washing clothes and
dishes, cooking, looking after young children or
the elderly. Most domestic workers are women.
Sometimes, even young boys or girls are employed
to do this work. Wages are low, as domestic work
does not have much value. A domestic worker’s
day can begin as early as five in the morning and
end as late as twelve at night! Despite the hard
work they do, their employers often do not show
them